Vol. 8, No.1| June 2016| ISSN 2229-8932 Journal of Technical Education and Training (JTET) |25
THE IMPACT OF E-LEARNING ON UNIVERSITY STUDENTS’
ACADEMIC ACHIEVEMENT AND CREATIVITY
Zare, M.1, Sarikhani, R.2, Salari, M.3, & Mansouri, V.4
Young Researchers and Elites Club, Malayer Branch,
Islamic Azad University, Malayer, Iran1&2
zareeducation@gmail.com
Young Researchers and Elites Club, Central Tehran Branch,
Islamic Azad University, Tehran, Iran3
Payamnoor University
Zanjan, Iran4
ABSTRACT
Research on the efficacy of ICT-based teaching methods in improving generic skills in addition to content skills
among future workforce is increasing. Accordingly, this study investigates the impact of e-learning on creativity
and content knowledge of chemistry students at the Payame Noor University of Hamedan, Iran. The study used
the pre-test/post-test experimental design with a control group. The statistical population of the study included
was 100 pure chemistry students who were following two separate classes. Forty students were selected from
this group who placed in the experimental group (n = 20) and the control group (n = 20). Two instruments were
used for data collection; a specifically developed test on the Introduction to Chemistry course and the Abedi
Inventory for assessing creativity. Results of data analysis using the independent t-test (aided by SPSS)
demonstrated statistically significantly higher scores for the experimental group on measured variables,
knowledge and creativity. Therefore, it is concluded that e-learning is effective for knowledge and creativity
acquisitions among chemistry students and the greater e-learning opportunities should be provided for wider
audiences.
Keywords: E-learning, student’s learning and creativity.
Vol. 8, No.1| June 2016| ISSN 2229-8932 Journal of Technical Education and Training (JTET) |26
1. INTRODUCTION
Information and communication technologies (ICT) provide new opportunities for education
and training, as they enhance learning and teaching, and facilitate collaborations, innovation
and creativity for individuals and organizations (Ala-Mutka, Punie & Redecker, 2008).
Although often used as an extension of other teaching tools, the use of ICT has the potential
to open opportunities of new ways of doing things, thus developing creativity in learning.
Furthermore, ICT use has been found to be associated with creativity of Gorbi (2013). Thus,
the use ICT can support development of public policy for educational change that promote
creative and innovative school [and university] environment (Cachia, Ferrari & Punie, 2011).
Previous development model indicate that successful training of scientists require
three elements namely, science content (focus), technology and vocational orientation
(Lebeaume, 2004). The science content focuses on knowledge of discipline, while technology
and vocational orientation help to improve the scientist’s process skills. Higher education as
the training ground for future scientists must make a big impact on university students’
intellectual process, mental ability, learning skill and creativity so that they can proceed with
critical and progressive thinking that enable them to provide solutions to current problems
(Mahmoodi, Maleki & Sanisales, 2015). An education system that harmonizes with the
changing world needs and has a fructuous look at the sciences will provide diverse training
and learning experiences to support the learners’ creativity and academic ability. In fact, such
an education system is more able to provide better thinking skills and ability in learners as
the system prepares them for better understanding of the world and the need for constructive
innovations (Payne Young; 2009).
The application of teaching and learning methods that promotes deep and active
learning and creativity in learners is the emphasis of the educational system of the present
age. A number of scholars have suggested that there exists a strong relationship between
learning and creativity and in fact Guilford (1950) states that creativity can be considered as a
sub-type of learning (in sited by Truman, 2011, p: 1). Higher education, as a social institution
must function according to the needs of the community, i.e., should nurture individuals that
they educate to be creative and thoughtful with high academic ability. To achieve this
objective, the traditional teaching methods (lectures, etc.) do not have the required
effectiveness, but implementation of e-learning in teaching-learning process could be a way
to realize this goal (Zare et al., 2014).
E-learning is one of the most important learning environments in the information era.
Therefore, efforts and experiences related to this type of learning is given due attention
around the world. In Iran, most universities are extensively using this technology. E-learning
can benefit self-regulation through the use of self-directed e-learning. The purpose of the
current study is to investigate the impact of self-directed e-learning on undergraduate
students’ achievement in a science course and creativity.
2. LITERATURE REVIEW
2.1 E-Learning
E-learning is defined as a system based on technology, organization, and management which
bestows upon the students the ability to learn via internet and facilitates their learning (Levy,
2006). E-learning makes use of telecommunications technology to get information to achieve
the teaching and learning objectives (Bowles, 2000). Also Wanting et al. (2000) define e-
learning as acquisition of the disseminated knowledge using electronic devices. it can be said
that e-learning refers to the use of systems of electronic education such as computer, internet,
multimedia disks, electronic magazines, virtual newscasts, and etc. whose purposes are to
reduce time and expenses and achieve better, faster, and easier learning (Zare et al, 2014).
Employment of information and communication technologies in education has created a new
mode of learning which does not require physical attendance; hence, learning has been made
possible in environments other than classrooms (Gholamhosseini, 2008). In this context,
some study is reviewed next.
Keshavarz et al. (2013) concluded that e-learning has a positive impact on academic
achievements of students. ZarieZavaraki & Rezaei (2011) in their study at the e-learning
center in Khaje Nasir Toosi University concludes found that the use of e-portfolio
significantly improved students’ attitude, motivation and academic achievement. Mahmoodi
et al. (2015) found that the use of e-learning in physiology teaching-learning process
improves students learning and creativity. Zare et al. (2015), also found that learning and
recollection of students who were educated to multimedia methods, is more than learning and
recollection of students who were educated in the traditional methods.
Review of studies conducted in the field of e-learning application and its impact on
learning and creativity suggests that the use of this teaching method in the teaching-learning
process can lead to the effectiveness of training. Emergence of new theories of teaching and
learning has made the education to shift from being teacher-oriented to being student-
